Title: Goal Setting Grade Level: Middle School Subject Area: English Language Development Time Frame (when, duration): Part 1 will be completed during the second term of the 2010-2011 school year; part 2 will be completed during the third term of the 2010-2011 school year.
Description
Summer: Complete the first four sections Workshops: Complete the entire proposal
Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
Goal setting is a major component of my classroom. This year, students will not only set their own personal and academic goals, but they will also use digital storytelling to think about, plan, summarize, and share at least one SMART goal with the rest of the class.
Essential Questions What will guide student
inquiry?
What would you like to accomplish in the next month? The next 3 months? The next year?
Think of someone whom you'd like to emulate. What exactly is it that you'd like to emulate? What did that person do to foster that characteristic, skill, or role?
Why is it easier to accomplish goals when you're part of an encouraging team?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
LSELLIVS1C1HI1 - Articulating 44 English phonemes with accuracy, including long and short vowel sounds within single and two syllable words
LSELLIVS1C1HI3 - Justifying feelings, opinions, and experiences
LSELLIVS1C1HI4 - Reporting, informing and summarizing various personal experiences and opinions
LSELLIVS1C1HI5 - Critiquing a sequence of events
6TechS1C4PO1 - Analyze information using digital creativity tools to create original works and express ideas
6TechS6C2PO5 - Create multimedia presentations with multiple pages, audio, images, and transitions for individual assignments
Student Outcomes What will students learn
and do?
Students will perform the following objectives:
-I will be able to write a SMART goal and evaluate it on a rubric.
-I will be able to create a video with music, narration, transitions, and clear sequencing.
-I will be able to summarize my personal experience setting, tracking, and achieving a SMART goal.
Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Students will be assessed in the following way:
-Daily formative assessments
-Exit and admit tickets (formative)
-Rubric for SMART goal (formative and summative)
-Rubric for video (formative and summative)
-Peer review sentence frames for shots, angles, use of transitions, editing, fluency, and sequencing (formative)
Students will need to have received prior instruction in the following areas:
-Correct use of a video camera
-Shot angles
-Overall video editing in Windows Movie Maker
-Use of transitions in video editing
-Storyboarding and sequencing
Procedures for Lesson - Steps in the process - Responsibilities - Guiding - Questions - Student products
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Tools and Resources - Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
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Learning Environments - Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Project Overview
Title: Goal Setting
Grade Level: Middle School
Subject Area: English Language Development
Time Frame (when, duration): Part 1 will be completed during the second term of the 2010-2011 school year; part 2 will be completed during the third term of the 2010-2011 school year.
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
Think of someone whom you'd like to emulate. What exactly is it that you'd like to emulate? What did that person do to foster that characteristic, skill, or role?
Why is it easier to accomplish goals when you're part of an encouraging team?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
LSELLIVS1C1HI3 - Justifying feelings, opinions, and experiences
LSELLIVS1C1HI4 - Reporting, informing and summarizing various personal experiences and opinions
LSELLIVS1C1HI5 - Critiquing a sequence of events
6TechS1C4PO1 - Analyze information using digital creativity tools to create original works and express ideas
6TechS6C2PO5 - Create multimedia presentations with multiple pages, audio, images, and transitions for individual assignments
What will students learn
and do?
-I will be able to write a SMART goal and evaluate it on a rubric.
-I will be able to create a video with music, narration, transitions, and clear sequencing.
-I will be able to summarize my personal experience setting, tracking, and achieving a SMART goal.
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
-Daily formative assessments
-Exit and admit tickets (formative)
-Rubric for SMART goal (formative and summative)
-Rubric for video (formative and summative)
-Peer review sentence frames for shots, angles, use of transitions, editing, fluency, and sequencing (formative)
(e.g., content,
technology, etc.)
-Correct use of a video camera
-Shot angles
-Overall video editing in Windows Movie Maker
-Use of transitions in video editing
-Storyboarding and sequencing
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL